A Cross-National Examination of Teachers’ Multicultural Self-Efficacy: Can Multicultural Education in Initial Teacher Education and Professional Development Make a Difference?

Abstract

As the student population continues to become more culturally diverse, it is imperative for teachers to cultivate greater self-efficacy in their instructional practices. To gain a clearer picture of the association between teacher education and multicultural self-efficacy, we conducted a multilevel modeling analysis on data from TALIS 2018. Our study revealed a strong correlation between teachers’ self-efficacy in general and their multicultural self-efficacy while highlighting significant differences between the two constructs. We also found that teachers who received multicultural education during their initial teacher education and professional development demonstrated higher levels of multicultural self-efficacy. However, the impact of initial teacher education and professional development was relatively modest. The practical implications for teacher training and policymaking as well as for future research are discussed.

Keywords

multicultural self-efficacy initial teacher education professional development teachers’ self-efficacy

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